A unit plan on poetry comprehension with 6 sessions on teaching and learning of the poem, “The Titanic” by Gillian Clarke based on New Bloom’s Taxonomy. This download includes: POEM: The Titanic by Gillian Clarke EXERCISE 1: Match the meanings (A-M) with the expressions (1-13) they refer to. EXERCISE 2: Find the meaning of certain expressions: words and phrases in the poem. EXERCISE 3: Determine the meaning of words and phrases as they are used in the poem. EXERCISE 4: Analyse the development of vocabulary over the course of the text. EXERCISE 5: Read the poem and briefly summarise the meaning of each stanza. EXERCISE 6: Determine the central idea of the poem and analyse its development. EXERCISE 7: Identify what the poem says both explicitly and implicitly. EXERCISE 8: Determine what can be inferred when the text says what it says. SCAFFOLDING NOTES 1: Common Comprehension Types EXERCISE 9: Prepare your own comprehension question types with answers from the text. EXERCISE 10: Use textual clues to answer the comprehension questions. SCAFFOLDING NOTES 2: Poetry Elements Criteria EXERCISE 11: Use the specified criteria to find poetry elements of the poem. EXERCISE 12: Analyse the impact of specific word choices on meaning and tone. EXERCISE 13: Answer the questions to check your understanding of poetry elements. SCAFFOLDING NOTES 3: PEE (Point-Evidence-Explain) Model EXERCISE 14: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of figurative language in the poem. EXERCISE 15: Answer the questions to check your understanding of the figures of speech used in the poem. EXERCISE 16: Answer the questions to check your understanding of the use of figurative language in the poem. EXERCISE 17: Determine the meaning of words and phrases as they are used in the text, including figurative meanings. EXERCISE 18: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of sound poetic devices. EXERCISE 19: Answer the questions to check your understanding of the figures of speech used in the poem. EXERCISE 20: Determine the connotative meanings of the words and phrases in the poem. EXERCISE 21: Determine the meaning of words and phrases as they are used in the text, including connotative meanings. SCAFFOLDING NOTES 4: PEEL (Point-Evidence-Explain-Link) Technique EXERCISE 22: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the poem. EXERCISE 23: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of sound poetic devices in the poem.

A unit presentation on vocabulary lesson with Google Slides on teaching and learning of idioms based on New Bloom’s Taxonomy. After completing this unit students will be able to: SESSION 1: REMEMBERING - Recall the meaning of common idioms. SESSION 2: UNDERSTANDING - Determine the meaning of unknown words and phrases. SESSION 3: APPLYING - Clarify the meaning of multiple-meaning words and phrases. SESSION 4: ANALYSING - Analyse the use of idioms and their purpose in writing. SESSION 5: EVALUATING - Verify the meaning of a phrase by checking the inferred meaning in context. SESSION 6: CREATING - Demonstrate understanding of figurative language, word relationships and nuances in word meanings… This download includes: FLIPPED LESSON VIDEO: 10 Common Idioms - Examples & Meanings LESSON STARTER EXERCISE 1: Interpret and verbalise pictures of idioms and give meaning. (I = Idiom; M = Meaning) SESSION 1: REMEMBERING EXERCISE 2: Match the meanings with the common idioms they refer to. EXERCISE 3: Select the appropriate idiom for the blank. SESSION 2: UNDERSTANDING EXERCISE 4: Find meaning for the familiar idioms and expressions. EXERCISE 5: Find the meaning for the following familiar idioms. SESSION 3: APPLYING EXERCISE 6: Frame sentences with the given body related idioms. EXERCISE 7: Fill in the blanks with meanings of common idioms which students really need to know. SESSION 4: ANALYSING EXERCISE 8: What can you infer when the idiom says what it says. EXERCISE 9: Match the idiomatic expression used here with its real meaning. SESSION 5: EVALUATING EXERCISE 10: Test your understanding on clothing idioms. EXERCISE 11: Test your understanding on animal idioms. SESSION 6: CREATING EXERCISE 12: Demonstrate the mastery of using idioms in writing.

A ready to use lesson plan that presents teaching and learning resources of simple sentence structure based on New Bloom’s Taxonomy. After completing this lesson, the students will be able to: Recall the properties of sentences with examples. Identify the parts of simple sentences with examples. Think of simple sentences to go with the given pictures. Implement the properties of simple sentences to discover their structure. Assess and verify the correct use of simple sentence patterns in writing. Create simple sentences with the given sentence structure and pattern. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Compare and contrast a phrase, clause and sentence. Use subject, verb and complete thought as criteria to differentiate. Use YES and NO to identify the difference. Scaffolding Notes 2: Phrase-Clause-Sentence Chart EXERCISE 2: Identify the properties of sentences in the given examples. Scaffolding Notes 3: Parts of a Sentence EXERCISE 3: Identify the parts of sentences. EXERCISE 4: Identify the parts of a simple sentence with examples. Scaffolding Notes 4: Features of a Simple Sentence EXERCISE 5: Answering questions to demonstrate the knowledge of sentence structure. EXERCISE 6: Think of a simple sentence to go with each picture. EXERCISE 7: Implement the properties of simple sentences to discover their structure. Scaffolding Notes 5: Structure of a Simple Sentence EXERCISE 8: Answer the following to recognise variations in sentence structure as used in writing. EXERCISE 9: Assess and verify the correct use of simple sentence patterns in writing. EXERCISE 10: Create simple sentences with the given sentence structure and pattern. EXERCISE 11: Demonstrate the mastery of the use of simple sentence structure in writing. Scaffolding Notes 6: Sentence Structure Rubrics EXERCISE 12: Identify the following as phrase, clause and sentence. EXERCISE 13: Identify subject and predicate from the given sentences. EXERCISE 14: Identify the subjects and verbs then decide whether the verbs are transitive or intransitive. EXERCISE 15: Put each group of words together in a sentence. EXERCISE 16: Complete each sentence by adding either a subject or a predicate.

A set of worksheets with answers which present teaching and learning resources of past tense based on New Bloom’s Taxonomy. After completing this lesson, the students will be able to: Relate past tense verb forms to person and number. Write the past tense verb stem, conjugate the verb and use it correctly in a sentence. Use sentence stems to formulate the sentences to go with the actions in the past tense verb forms. Analyse the function of past tense verb forms using the timeline they refer to. Exercise error identification to notify the wrong use of past tense verb forms. Use past tense verbs to convey various times, sequences, states and conditions. This download includes: EXERCISE 1: Use the verb “blow” to give an example each for the past tense verb structure. EXERCISE 2: Relate past tense verb forms to person and number – Part 1. EXERCISE 3: Relate past tense verb forms to person and number – Part 2. EXERCISE 4: Use the given verbs to go with the past tense form stated in order to fill in the blanks. EXERCISE 5: Select the correct option to demonstrate the formulation and usage of past tense verb forms. EXERCISE 6: Use the sentence stems to formulate sentences to go with the actions in the pictures and the past tense verb forms. EXERCISE 7: Select the correct option to demonstrate the formulation and usage of past tense verb forms. EXERCISE 8: Analyse the functions of past tense verb forms with examples. EXERCISE 9: Analyse the functions of past tense forms with timeline diagrams. EXERCISE 10: Analyse the functions of past tense verb forms using the timeline they refer to. EXERCISE 11: Recognise and correct inappropriate shifts in verb tenses. EXERCISE 12: Demonstrate past tense formulation and usage in writing. EXERCISE 13: Use your knowledge of past verb tenses to write about one of the given topics. EXERCISE 14: Change the verbs into their corresponding past tenses. EXERCISE 15: Change the verbs into their corresponding past tenses.

A ready to use PowerPoint presentation that presents teaching and learning resources of a grammar lesson on sentence kinds according to function based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: Compare and contrast a phrase, clause and sentence. Use subject, verb and complete thought as criteria to differentiate. Use YES and NO to identify the difference. EXERCISE 2: Run through the slideshare presentation on Kinds of Sentences According to Function and name the kinds of sentences by function with an example each. EXERCISE 3: Watch the video on Kinds of Sentences by Function and identify the function of the given sentences. Provide an end punctuation to each of the sentence and state their type. EXERCISE 4: Match the sentence types (1-4) with their meanings (A-D). EXERCISE 5: Provide an end punctuation to each given sentence and state their function. EXERCISE 6: Think of varied sentences – declarative, interrogative, imperative, exclamatory - to go with the given pictures, end punctuation and functions. EXERCISE 7: Identify the emotion expressed by each of the emoji. EXERCISE 8: Match each of the expression with the given punctuation. EXERCISE 9: Answer questions to recognise the difference between the sentence kinds by function. EXERCISE 10: Answer questions to examine the functions of sentence kinds. EXERCISE 11: Answer questions to identify varied sentences used in writing. EXERCISE 12: Answer questions to demonstrate the use of sentences based on their function. EXERCISE 13: Assess and verify the correct use of sentence kinds by function in writing. EXERCISE 14: After reading the story, brainstorm things you would like to know about it, and then create four interrogative sentences (questions) with answers. EXERCISE 15: Demonstrate your knowledge of SENTENCE BY FUNCTION by attempting one of the following tasks. EXERCISE 16: Highlight by coloring declarative (black), interrogative (green), imperative (blue) and exclamatory (red) sentences in the story below. EXERCISE 17: Change the given sentences (without changing their meaning) as directed. Punctuate the sentences correctly. EXERCISE 18: Identify the sentences as: Declarative, Imperative, Interrogative or Exclamatory. EXERCISE 19: Add the correct end punctuation, and identify the function of each sentence. EXERCISE 20: Transform declarative sentences to interrogative and declarative sentences to exclamatory. EXERCISE 21: Transform declarative sentences to imperative and exclamatory sentences to declarative.

A ready to use worksheets with answers that present teaching and learning resources of a spelling lesson on homophones, homographs and homonyms based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: Watch the video: What are Homophones, Homographs and Homonyms? to compare and contrast homophones, homographs and homonyms. Use sound, meaning and spelling as criteria to differentiate. Use “similar” and “different” to identify the difference. EXERCISE 2: Match the WORD TYPES (1-3) with their DEFINITIONS (A-C). EXERCISE 3: Identify the given set of words as homophones, homographs and homonyms. EXERCISE 4: Look for pair of words that are homophones, homographs and homonyms to go with the pictures. EXERCISE 5: Analyse the words “lead” and “led” in the given sentence examples. Find their meaning as used in the sentences (MEANING). Decide if they are used as noun or verb (PARTS OF SPEECH). Identify if they sound similar or different (SOUND). Say whether they are used as homophones, homographs or homonyms (WORD TYPES). EXERCISE 6: Analyse the sentences and demonstrate the accurate knowledge of homophones – Part 1. EXERCISE 7: Analyse the sentences and demonstrate the accurate knowledge of homophones – Part 2. EXERCISE 8: Analyse the sentences and demonstrate the accurate knowledge of homographs – Part 1. EXERCISE 9: Analyse the sentences and demonstrate the accurate knowledge of homographs – Part 2. EXERCISE 10: Analyse the sentences and demonstrate the accurate knowledge of homonyms – Part 1. EXERCISE 11: Analyse the sentences and demonstrate the accurate knowledge of homonyms – Part 2. EXERCISE 12: Evaluate the sentences and identify the errors in the use of homophones, homographs and homonyms. EXERCISE 13: Frame sentences for each of the homophones, homographs and homonyms to go with the given meanings. EXERCISE 14: Identify the homophones used in the pair of sentences and give their meanings based on the context they are used. EXERCISE 15: Look for homophones which have been used incorrectly then write the correct spelling. EXERCISE 16: Complete each sentence by choosing the correct homophone. EXERCISE 17: Choose the correct homophone. EXERCISE 18: Read the story below. Look for homophones which have been used incorrectly. Cross them out, and write the correct spelling of the homophones which should have been used. EXERCISE 19: Identify the homographs used in the pair of sentences and say what parts of speech is the word used as homograph. Then choose the right option that gives the meaning of homographs: A or B.

A ready to use unit set of worksheets with answers that presents teaching and learning resources of a grammar lesson on sentence kinds according to function based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: Compare and contrast a phrase, clause and sentence. Use subject, verb and complete thought as criteria to differentiate. Use YES and NO to identify the difference. EXERCISE 2: Run through the slideshare presentation on Kinds of Sentences According to Function and name the kinds of sentences by function with an example each. EXERCISE 3: Watch the video on Kinds of Sentences by Function and identify the function of the given sentences. Provide an end punctuation to each of the sentence and state their type. EXERCISE 4: Match the sentence types (1-4) with their meanings (A-D). EXERCISE 5: Provide an end punctuation to each given sentence and state their function. EXERCISE 6: Think of varied sentences – declarative, interrogative, imperative, exclamatory - to go with the given pictures, end punctuation and functions. EXERCISE 7: Identify the emotion expressed by each of the emoji. EXERCISE 8: Match each of the expression with the given punctuation. EXERCISE 9: Answer questions to recognise the difference between the sentence kinds by function. EXERCISE 10: Answer questions to examine the functions of sentence kinds. EXERCISE 11: Answer questions to identify varied sentences used in writing. EXERCISE 12: Answer questions to demonstrate the use of sentences based on their function. EXERCISE 13: Assess and verify the correct use of sentence kinds by function in writing. EXERCISE 14: After reading the story, brainstorm things you would like to know about it, and then create four interrogative sentences (questions) with answers. EXERCISE 15: Demonstrate your knowledge of SENTENCE BY FUNCTION by attempting one of the following tasks. EXERCISE 16: Highlight by coloring declarative (black), interrogative (green), imperative (blue) and exclamatory (red) sentences in the story below. EXERCISE 17: Change the given sentences (without changing their meaning) as directed. Punctuate the sentences correctly. EXERCISE 18: Identify the sentences as: Declarative, Imperative, Interrogative or Exclamatory. EXERCISE 19: Add the correct end punctuation, and identify the function of each sentence. EXERCISE 20: Transform declarative sentences to interrogative and declarative sentences to exclamatory. EXERCISE 21: Transform declarative sentences to imperative and exclamatory sentences to declarative.

A ready to use unit plan and worksheets with answers that presents teaching and learning resources of a spelling lesson on words ending in -ant, -ance and -ancy based on New Bloom’s Taxonomy. After completing this lesson students will be able to: Use suffices based on the spelling rules and meanings to form nouns and adjectives. Add suffixes –ant, -ance and –ancy to root words (verbs and nouns) to form nouns and adjectives. Use suffixes –ant, -ance and –ancy to form words and determine the meaning of new words. Use suffixes –ant, -ance and –ancy to form words and use roots as clues to the meaning of new words. Use suffixes –ant, -ance and –ancy to form words and correct the inappropriate use of suffixes in forming new words. Create new word patterns with words ending in –ant, -ance and -ancy. This download includes: EXERCISE 1: Use suffixes based on the spelling rules and meanings to form nouns and adjectives. EXERCISE 2: Add suffixes –ant, -ance and –ancy to root words (verbs and nouns) to form nouns and adjectives. EXERCISE 3: Use suffix –ant to form words and determine the meaning of new words. EXERCISE 4: Use suffix -ance to form words and use roots as clues to the meaning of new words. EXERCISE 5: Use suffix -ancy to form words and correct the inappropriate use of suffixes in forming new words. EXERCISE 6: Create new word patterns with the given suffixes and frame sentences with them. EXERCISE 7: Use verbs and nouns as root words to form adjectives or nouns ending in -ant. EXERCISE 8: Add the suffix –ance to form nouns from verbs as the root words. EXERCISE 9: Change the nouns or adjectives ending in –ant to nouns ending in –ancy. EXERCISE 10: Change the adjectives ending in –ant to nouns ending in –ance. EXERCISE 11: Add the suffix –ant to form nouns from the root words. EXERCISE 12: Add the suffixes –ant and –ance to the root words to form nouns and adjectives. EXERCISE 13: Choose the correct word from each set of words from the brackets to fill in each blank. EXERCISE 14: Use an –ant word from the list to complete each of the sentences below. Use each word only once. EXERCISE 15: Use an -ance word from the list to complete each of the sentences below. Use each word only once. EXERCISE 16: Use an –ancy word from the list to complete each of the sentences below. Use each word only once. RUBRICS: Spelling Rubrics Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A ready to use Google Slides that present teaching and learning resources of a spelling lesson on words ending in -cious, -tious, -cial, -tial, -able, -ible based on New Bloom’s Taxonomy. After working with these Google Slides students will be able to: Provide examples for common suffixes based on their sound and meanings. Add suffices to root words (nouns or verbs) to form adjectives based on the spelling rules. Use common suffixes to form words ending in –tious and -cious (shus sound) and determine the meaning of new words. Use common suffixes to form words ending in –cial and –tial (shul sound) and use roots as clues to the meaning of new words. Use common suffixes to form words ending in –able and –ible and correct the inappropriate use of suffixes in forming new words. Create new word patterns with words ending in shus, shul and able sounds and frame sentences. This download includes: EXERCISE 1: Provide examples for common suffixes based on their sound and meanings. EXERCISE 2: Add suffices to root words (nouns) to form adjectives based on the spelling rules. EXERCISE 3: Add suffices to root words (verbs) to form adjectives based on the spelling rules. EXERCISE 4: Use common suffixes to form words ending in –tious (shus sound) and determine the meaning of new words. EXERCISE 5: Use common suffixes to form words ending in –cious (shus sound) and determine the meaning of new words. EXERCISE 6: Use common suffixes to form words ending in –tial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 7: Use common suffixes to form words ending in –cial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 8: Use common suffixes to form words ending in –ible and correct the inappropriate use of suffixes in forming new words. EXERCISE 9: Use common suffixes to form words ending in –able and correct the inappropriate use of suffixes in forming new words. EXERCISE 10: Create new word patterns with given suffixes and frame sentences with them. EXERCISE 11: Use a –cious word from the list to complete each of the sentences below. EXERCISE 12: Use a –tious word from the list to complete each of the sentences below. EXERCISE 13: Use the root words to create adjectives with the suffixes –cial or –tial. EXERCISE 14: Add –cial or –tial to complete each of these stem words. EXERCISE 15: Add the suffix –ible to form adjectives from the root words. EXERCISE 16: Use verbs as root words to form nouns and the suffix –ible to form adjectives. EXERCISE 17: Add the suffix –able to form adjectives from the root words. EXERCISE 18: Use verbs as root words to form nouns and the suffix –able to form adjectives. EXERCISE 19: Use –ible words from the list to complete the sentences below. EXERCISE 20: Use –able words from the list to complete the sentences below. ASSESSMENT CRITERIA RUBRICS: Spelling Rubrics

A ready to use unit lesson plan that presents teaching and learning resources of a grammar lesson on subject-verb agreement based on New Bloom’s Taxonomy. After completing this unit students will be able to: Identify the parts of a sentence (subject and verb). List and explain the basic rules of subject-verb agreement. Examine and discover the agreement of subject and verb in a sentence. Explain the organisation of subject and verb in a sentence pattern. Verify and correct the mistaken subject and deceptive agreement. Create and compose new sentence patterns with subject-verb concordance. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Match the terms (1-10) with their meanings (A-J). EXERCISE 2: Identify subjects and verbs as used in the given sentences. SESSION 2: UNDERSTANDING EXERCISE 3: Watch the video - Subject-VerbAgreement - to fill in the correct form of the verbs in the brackets. EXERCISE 4: List and explain the basic rules of subject-verb agreement with examples. SESSION 3: APPLYING EXERCISE 5: Supply an appropriate linking verb that agrees with the subject in each of the sentences and the visuals. EXERCISE 6: Examine and discover the agreement of subject and verb in a sentence – Part 1. EXERCISE 7: Examine and discover the agreement of subject and verb in a sentence – Part 2. SESSION 4: ANALYSING EXERCISE 8: Explain the organisation of subject and verb in a sentence pattern. SESSION 5: EVALUATING EXERCISE 9: Verify and correct the mistaken subject and deceptive agreement – Part 1. EXERCISE 10: Verify and correct the mistaken subject and deceptive agreement – Part 2. SESSION 6: CREATING EXERCISE 11: Create and compose new sentence patterns with subject-verb concordance. DIFFERENTIATION: EXERCISE 12: Demonstrate the mastery of the use of subject-verb agreement in writing. ASSESSMENT CRITERIA: Subject-Verb Agreement Rubrics HOME LEARNING: EXERCISE 13: Correct the errors in subject-verb agreement in the following paragraph. EXERCISE 14: Circle the correct verb in each of the sentences. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

Ready to use worksheets with answer key that present teaching and learning resources of a grammar lesson on subject-verb agreement based on New Bloom’s Taxonomy. After working with these worksheets students will be able to: Identify the parts of a sentence (subject and verb). List and explain the basic rules of subject-verb agreement. Examine and discover the agreement of subject and verb in a sentence. Explain the organisation of subject and verb in a sentence pattern. Verify and correct the mistaken subject and deceptive agreement. Create and compose new sentence patterns with subject-verb concordance. This download includes: EXERCISE 1: Match the terms (1-10) with their meanings (A-J). EXERCISE 2: Identify subjects and verbs as used in the given sentences. EXERCISE 3: Watch the video - Subject-VerbAgreement - to fill in the correct form of the verbs in the brackets. EXERCISE 4: List and explain the basic rules of subject-verb agreement with examples. EXERCISE 5: Supply an appropriate linking verb that agrees with the subject in each of the sentences and the visuals. EXERCISE 6: Examine and discover the agreement of subject and verb in a sentence – Part 1. EXERCISE 7: Examine and discover the agreement of subject and verb in a sentence – Part 2. EXERCISE 8: Explain the organisation of subject and verb in a sentence pattern. EXERCISE 9: Verify and correct the mistaken subject and deceptive agreement – Part 1. EXERCISE 10: Verify and correct the mistaken subject and deceptive agreement – Part 2. EXERCISE 11: Create and compose new sentence patterns with subject-verb concordance. EXERCISE 12: Demonstrate the mastery of the use of subject-verb agreement in writing. EXERCISE 13: Correct the errors in subject-verb agreement in the following paragraph. EXERCISE 14: Circle the correct verb in each of the sentences. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A compact review of prefixes for a quick referencing. After studying these scaffolding notes students will be able to: Match the terms associated with prefixes with their meanings. Add prefixes to high frequency and other studied words. Create new words with common prefixes based on their meanings. Use prefixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of prefixes in forming new words. Create new word patterns with words beginning and ending in common prefixes and frame sentences. This download includes: SN 1: Vocabulary Overview SN 2: Common Prefixes with Meanings SN 3: Latin Prefixes with Meanings SN 4: Greek Prefixes with Meanings SN 5: Negative Prefixes with Meanings SN 6: Preposition Prefixes with Meanings SN 7: Prefixes used in Math, SST and Science Curriculum SN 8: Prefixes and Suffixes Rubrics Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

Ready to use worksheets with marking scheme on teaching and learning resources of suffixes. After solving these worksheets students will be able to: Match the terms associated with suffixes with their meanings. Add suffixes to high frequency and other studied words. Create new words with common suffixes based on their meanings. Use suffixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of suffixes in forming new words. Create new word patterns with words beginning and ending in common suffixes and frame sentences. This download includes: EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). EXERCISE 2: Match the SUFFIXES with their MEANINGS. EXERCISE 3: Tick the correct option to find meaning for the common suffixes. EXERCISE 4: Create new words with each of the Greek suffixes based on their meaning. EXERCISE 5: Create new words with each of the noun suffixes based on their meaning. EXERCISE 6: Create new words with each of the adjective suffixes based on their meaning. EXERCISE 7: Create new words with each of the verb and adverb suffixes based on their meaning. EXERCISE 8: Create new words with common suffixes used in Mathematics, Science and Social Studies Curriculum. EXERCISE 9: Interpret and verbalise the graphics by adding suffixes to the root words. EXERCISE 10: Use suffixes to form words and use roots as clues to the meaning of new words – Part 1. EXERCISE 11: Use suffixes to form words and use roots as clues to the meaning of new words – Part 2. EXERCISE 12: Use suffixes to form words and use roots as clues to the meaning of new words – Part 3. EXERCISE 13: Use suffixes to form words and use roots as clues to the meaning of new words – Part 4. EXERCISE 14: Use suffixes to form words and use roots as clues to the meaning of new words – Part 5. EXERCISE 15: Assess and evaluate the correct use of suffixes in forming new words. EXERCISE 16: Demonstrate the mastery of using SUFFIXES in writing. Focus on remembering, understanding, analysing and creating of suffixes as suggested by the RUBRICS. RUBRICS: Suffixes Rubrics EXERCISE 17: Choose the correct suffix to fill in the blanks: -less, -ment, -ing, -ly, -able. EXERCISE 18: Make words using the given suffixes to go with the meaning.

This Unit Lesson Plan is perfect for teaching Punctuation – Capital Letters and Full Stops. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. After completing this New Bloom’s Taxonomy-based lesson students will be able to: Consider the functions of capital letters and full stops to identify the signs that exemplify the punctuation marks in a text. List the similarities and the differences between capital letters and full stops. Apply punctuation rules to identify the appropriate use of capital letters and full stops in a text. Use capital letters to mark the start of a sentence, to create acronyms, to mark titles and proper nouns. Use full stops to mark sentence ends, abbreviations and decimals. Demonstrate command of the conventions of Standard English punctuation – capital letters and full stops – when writing. This Download Includes: EXERCISE 1: Consider the functions of capital letters and full stops to identify the signs that exemplify the punctuation marks in the text. EXERCISE 2: Watch the video – Use of Capital Letters and Full Stop – to complete the following table with required details to distinguish between capital letters and full stops. EXERCISE 3: Select the correct option to identify the appropriate use of capital letters and full stops in the given text. EXERCISE 4: Use capital letters to mark the start of a sentence, to create acronyms, to mark titles and proper nouns. EXERCISE 5: Use full stops to mark sentence ends, abbreviations and decimals. EXERCISE 6: Demonstrate command of the conventions of standard English punctuation – capital letters and full stops – when writing. EXERCISE 7: Punctuate the following sentences: use capital letters and full stops. EXERCISE 8: Give an example each for the following (names of-) in keeping with the capitalisation rules. EXERCISE 9: Give an example each for the following functions in keeping with the uses of full stops. EXERCISE 10: Punctuate appropriately: use full stops and capital letters. EXERCISE 11: Punctuate appropriately: use capital letters and full stops.

This Unit Lesson Plan is perfect for teaching Vocabulary - Connectives and Transitions. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. After completing this New Bloom’s Taxonomy-based lesson students will be able to: Recognise the meaning of connectives and transitions based on their usage. Classify the connectives and transitions based on their functions. Use connectives and transitions to join clauses or sentence elements. Use connectives and transitions to bring structure and clarity to writing. Use error identification strategy to find the correct use of connectives and transitions. Create sentences with connectives and transitions to convey specific meanings and add variety to writing. Here are some other possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

These Google Slides are perfect for teaching Vocabulary – Connectives and Transitions. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. After attempting these New Bloom’s Taxonomy-based Google Slides students will be able to: Recognise the meaning of connectives and transitions based on their usage. Classify the connectives and transitions based on their functions. Use connectives and transitions to join clauses or sentence elements. Use connectives and transitions to bring structure and clarity to writing. Use error identification strategy to find the correct use of connectives and transitions. Create sentences with connectives and transitions to convey specific meanings and add variety to writing. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A unit set of worksheets with answers on direct and indirect speech with 6 sessions on teaching and learning based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: ROVING REPORTER: In your groups you will be recreating a TV news broadcast for event of the day, week, month or year like school assembly, teacher’s day, world peace day, literacy day, children’s day, environment day, world earth’s day, world book day or … EXERCISE 2: Identify the structure of the sentences when verbs are in the direct and indirect speech. EXERCISE 3: Answer these questions to test your understanding of the key terms used to understand direct and indirect speech. EXERCISE 4: Give examples to show how the adverbs of nearness in direct speech change into those of distance in indirect. Give examples to show the changes in modal verbs from direct speech to indirect. EXERCISE 5: Answer these questions to test your understanding of the changes seen in adverbs when converting direct into indirect speech. EXERCISE 6: Answer these questions to test your understanding of the changes seen in modal verbs when converting direct into indirect speech. EXERCISE 7: Give examples to show how the pronouns in direct speech change when in indirect. EXERCISE 8: Answer these questions to test your understanding of the changes seen in pronouns when converting direct into indirect speech. EXERCISE 9: Give examples for the rules followed in changing functional sentences from direct to indirect speech. Scaffolding Notes 6: Rules for Converting Functional Sentences from Direct to Indirect Speech EXERCSIE 10: Apply the rules of reported speech and verbalise the following visuals into direct and indirect speech. EXERCISE 11: Choose the one alternative which best expresses the given sentences in either direct or indirect speech. EXERCISE 12: Attempt the quiz to test your understanding of the rules followed for converting functional sentences from direct to indirect speech. EXERCISE 13: Give examples to show the tense changes from direct speech into indirect. EXERCISE 14: Answer these questions to test your understanding of the changes seen in tenses when converting direct into indirect speech. EXERCISE 15: Evaluate the correct use of punctuation in direct and indirect speech – Part 1. EXERCISE 16: Evaluate the correct use of punctuation in direct and indirect speech – Part 2. EXERCISE 17: Use narrative techniques, such as dialogue to develop experiences, events and characters. EXERCISE 18: Convert the following statements into indirect speech. EXERCISE 19: Punctuate the following to put them in direct speech. EXERCISE 20: Convert ‘Yes’ or ‘No’ type questions to indirect speech. EXERCISE 21: Choose - enquired, wondered, asked, told or said - to convert the following dialogues to indirect speech. EXERCISE 22: Convert the following ‘WH’ questions to indirect speech. EXERCISE 23: Write the following dialogues in direct speech and then complete the sentences to put them in indirect.

This compact review of Direct and Indirect Speech for quick referencing is perfect for teaching Grammar. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: List the similarities and differences between direct and indirect speech. Identify the changes seen in adverbs, modal verbs and pronouns when converting direct into indirect speech. Identify the structure of the sentences when the speech is direct and indirect. Test their understanding of the changes seen in verb tenses when converting direct into indirect speech. Use commas, inverted commas and relevant end punctuation to mark direct speech and quotations. Use narrative techniques, such as dialogue to develop experiences, events and characters. This download includes: SN 1: Vocabulary Overview SN 2: Features of Direct and Indirect Speech SN 3: Direct vs Indirect Speech: Differences and Similarities SN 4: Adverb Changes when Direct Speech becomes Indirect SN 5: Modal Verb changes when Direct Speech becomes Indirect SN 6: Pronoun Changes when Direct Speech becomes Indirect SN 7: Tense Changes when Direct Speech becomes Indirect SN 8: Rules followed in changing Functional Sentences from Direct to Indirect Speech SN 9: Structure of the Sentences in Direct and Indirect Speech SN 10: Direct and Indirect Speech Rubrics Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

This compact review of Verbals for quick referencing is perfect for teaching Gerunds, Participles and Infinitives. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. After studying these Scaffolding Notes students will be able to: Match the terms associated with verbals with their meanings. Consider the definitions and functions of verbals to identify the signs that exemplify the verbals in the given text. Provide finite verbs to the given actions and convert them to non-finite verbs (verbals) – gerund, participle and infinitive. Identify the functions of verbals in particular sentences. Verify and correct misplaced and dangling modifiers and inappropriate use of verbals. Use verbals to convey specific meanings and add variety and interest to writing. This download includes: SN 1: Vocabulary Overview SN 2: Verbal Types SN 3: Functions of Verbal Types SN 4: Structure of Verbals SN 5: Verbals Rubrics Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment